In this study, an attempt was made to observe self-consciousness of students of junior and senior high schools in relation to the problems of selfacceptance. 1) In what manner are the youth self-conscious? High school students wrote compositions under the subject “I”, and gave answers to the questionnaires made on the basis of two different categories-“agreeable self” and “disagreeable self”. The result shows that the adolescent self-consciousness has as substance much that relates to the feelings and the attitudes toward other people, and that the number of students describing their own defects and self dissatisfactions are much greater than those who write about their own good points and their selfsatisfactions. 2) How does their self-consciousness relate to the evaluations and the attitudes others have towards them? In order to see how the criticism of other people influences the self-evaluation of the adolescent and how it is accepted, the writings of the young people on “Other people's criticism about me” were analyzed. It was revealed that those young people were two or three times more conscious of negative criticism than of positive criticism about them. It was also found that they accepted much more than half the criticisms of both kinds as holding true. The manner in which the criticism was accepted differed according to sex and school-grades and also according to the categories of people who criticized. In order to see what relation there is between their consciousness of what other people think of them and their attitudes towards themselves, a study was made of how they interpret other people's anger towards them, then investigated the relation between their interpretation and their attitude towards their own good points and bad points. It was found that those who were positive in understanding others were inclined also to be positive towards themselves, and that those who were negative in their understanding of others tended to be negative towards themselves. From the point of view of age, it was observed that the younger the person the more inclined he was to inter pret other people's anger as hostile towards himself. In the research made on how they consider thireown anger, differences were found according to their ages. There, again, the same relationship as before was seen that those who were lenient towards others were lenient also towards themselves. 3) With regard to the assistance to be given to young people in their problems of self-acceptance: It was clear from the answers to the questionnaires that the greatest joy and sorrow, suffering or anger were frequently caused by approval or disapproval of other people. From this fact, it can be said that other people's criticisms and attitudes play a big role in the formation of self-evaluation of the youth. As a consequence, it is the author's opinion that to make them hold sound judgements upon other people's criticisms by means of the technique of compairing their own way of judgements and that of other people, role-playing and discussions, or changing values in “possible-self”, can be considered as means of helping the youth acquire healthy self-acceptance.
The following experiments were conducted to investigate how acquaintance with strangers is formed. The Procedure and Method of Experiment I: Five children in the 4th year of primary school who were strangers to each other were called into a room together and left by themselves for 10 minutes. The behaviors they showed toward each other were observed individually through a oneway mirror by 5 observers. Before they were called into the room each subject was instructed that he would be given various kinds of psychological tests and that he would be kept waiting a few minutes till the arrangements for testing were completed. After the 10 minutes of planned observation, a small test was actually given to the subjects in another room to make them believe that the instruction was observed. During the observation period, each observer recorded (1) the frequency with which one subject looked at each other subject,(2) talked to others,(3) parts of the room seen by him, and (4) parts of the room touched with his fingers. The conversation among the subjects was recorded by a tape-recorder through a microphone on the wall. Besides the 5 observers, the conductor of the experiment (CE), and the person reading seconds (W), all worked together. The W informed the CE and each observer the passing time every 10 seconds throughout the experiment. The announced seconds were also recorded by the taperecorder. The CE gave needed instructions such as starting and stopping the observation. The experimental observations were carried out 3 times (once a day for 3 days) for each group of children. The results and discussion of Experiment I: (1) It was revealed that, at the beginning, the subjects glanced at each other and attempted to evade the glances of other subjects by looking at certain parts of the room.(2) As they recognized that each of them was sharing the coincidence of being a stranger to the anothers, the first step in familiarity began to come into existence and their exploratory behavior toward one another became frank and more active.(3) Subsequently, to each child other children became cognitively differentiated, each seen with different degrees of preference. This step run parallel with the 1st one.(4) When the familiarity was being formed, a leader was emerging at each step.(5) The leaders in those occasions were the children who positively proclaimed the cognition of any kind of coincidence prior to other children. And status of one member in the group seemed to be determined according to the numbers of the other members who accepted the content of his proclamation and to the extent of their resonance with it.(6) It is presumed that the more glances received from other children or the more talks directed toward him, the higher status a child was given, and that the child who obtained the highest status became a leader. The Procedure and Method of Experiment II: A new member is called into the group of 4 children who had already become acquainted with one another and all were observed, The results and discussion of Experiment II: (1) A new comer was accepted and participated in the group only after the cognition of coincidence on the part of both sides, a new comer and the existing group was formed.(2) The exploratory behaviors shown by the new member toward the other group members were more active than those shown by the latter toward the former.(3) As the familiarity between both grew, the other members were structured into the new member's cognition.(4) Thus, the preceding formation of familiarity between the new member and certain individuals of the first group contribute to let the new member be accepted by the group.